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| Indira
Gandhi National Open University, the National Resource Centre for Open
and Distance Learning with international recognition and presence,
shall provide seamless access to sustainable and learner-centric
quality education, skill up gradation and training to all by using
innovative technologies and methodologies and ensuring convergence of
existing systems for massive human resource required for promoting
integrated national development and global understanding. |
PG Diploma Programmes
1. P.G. Diploma in Library Automation & Networking (PGDLAN)
2. P. G. Diploma in Translation (PGDT)
3. P. G. Diploma in Journalism and Mass Communication (PGJMC)
4. P.G. Diploma in Radio Prasaran(PGDRP)
5. P.G. Diploma in Audio Programme Production(PGDAPP)
6. P. G. Diploma in Maternal and Child Health (PGDMCH)
7. P.G.Diploma in Hospital and Health Management (PGDHHM)
8. P.G. Diploma in Geriatric Medicine (PGDGM)
9. P. G. Diploma in Rural Development (PGDRD)
10. P. G. Diploma in Higher Education (PGDHE)
11. P.G.Diploma in Distance Education.(PGDDE)
12. P. G. Diploma in Management (PGDIM)
13. P. G. Diploma in Human Resource Management (PGDHRM)
14. P. G. Diploma in Financial Management (PGDFM)
15. P.G. Diploma in Operations Management (PGDOM)
16. P. G. Diploma in Marketing Management (PGDMM)
17. P.G. Diploma in International Business Operations (PGDIBO)
18. Post Graduate Diploma in Intellectual Property Rights (PGDIPR)
19. Post Graduate Diploma in Environment & Sustainable Development (PGDESD)
20. Post Graduate Diploma in Community Cardiology (PGDCC)
21. Post Graduate Diploma in Disaster Management (PGDDM)
Diploma Programmes
1. Advanced Diploma in Construction Management (ADCM)
2. Advanced Diploma in Water Resources Engineering (ADWRE)
3. Advanced Diploma in Computer integrated Manufacturing (ADCIM)
4. Advanced Certificate in Power Distribution Management(ACPDM)
5. Diploma in Creative Writing in English (DCE)
6 .Diploma in Creative Writing in Hindi (DCH)
7. Diploma in Early Childhood Care and Education (DECE)
8 .Diploma in Nutrition & Health Education (DNHE)
9 .Diploma in HIV and Family Education (DAFE)
10 .Diploma in Computer Integrated Manufacturing (DCIM) leading to B.Tech. Mechnical
11. Diploma in Primary Education (DPE)
12 .Diploma in Management (DIM)
13. Diploma in Tourism Studies (DTS)
14. Diploma in Youth in Development Work (DCYP)
15. Diploma in Aquaculture (DAQ)
16. Diploma in Nautical Science (DNS)
17. Diploma in Women's Empoerment and Development (DWED)
18. Diploma in Civil Engineering (For Construction Sector) (DCLE)
19. Diploma in Civil Engineering (Army Personnel only) (DCLE)
20. Diploma in Electrical & Mechanical Engineering (Army Personnel only) (DEME)
21. Diploma in Value Added Products in Fruits and Vegitables (DVAPFA)
22. Diploma in Dairy Technology (DDT)
23. Diploma in Meat Technology (DMT)
24. Diploma in Production of Value Added Products from Cereals, Pulses and Oilseeds (DPVCPO)
25. Diploma in Nursing Administration (DNA)
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The
demand for higher
education in the country has grown enormously. The growth of enrolment
in conventional universities has been 5% in the 9th Five Year Plan.
Moreover, the higher education system caters only to about 9 million
learners, which constitute about 7.5% of the eligible group (between
17-23 years). The share of ODL system in this is about 20%. The
Government of India has, in the Tenth Five Year Plan (2002-2007),
mandated an annual growth rate of 30% for the ODL system so that its
share increases to about 40% in the overall enrolment. This is a
gigantic task, with system-wide implications.
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To
maintain high academic standards and to compete in the fast-changing
global environment of educational services, no institution can continue
to be relevant without offering new programmes. This necessitates
recruitment of expertise on a regular basis. A dynamic system like
IGNOU needs dedicated staff with vast experience, expertise and
capability to research in newer areas (including that of ODL) and
constantly keep its academic offerings at the cutting edge of quality
and societal needs. The University would like to strengthen the
existing faculty, attract new talent, and nurture them through better
human resource development policies.
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| IGNOU
at present offers programmes in about 30 established disciplines and a
few inter-disciplinary areas. There is a growing realisation that newer
and diverse programmes must be added, without compromising with the
needs of the traditional disciplines. Since IGNOU has established its
presence in the international arena, its programmes must incorporate
international perspectives, and respond to contemporary issues. We need
to develop and offer Programmes in Agriculture and Law and courses in
Bio-technology, Intellectual Property Rights (IPR), Telecommunications,
Conflict Resolution and Peace, Bio-informatics, Population Studies,
e-Commerce |
| Research,
both systemic
and discipline based, is crucial for the growth and academic
credibility of any system. For the growth of faculty, creation of new
knowledge and its dissemination are a must. Research in the areas of
course development, media-mix, teaching-learning methods, student
learning, learner support, programme evaluation, assessment systems,
and learner retentivity and success shall be high priority areas |
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It
is well known that
Governments (Central and State) have been major sources of funding,
particularly in the higher education sector, largely due to the
conviction that education is a social obligation, and an essential
vehicle for individual empowerment and national development. However,
the on-set of the twin phenomena of globalisation and liberalisation
has led the funding agencies to encourage educational institutions to
generate resources and offer self-supporting programmes. That is to
say, resource mobilisation is the responsibility of the Universities as
well. IGNOU has witnessed a continuous decline in non-plan funding,
this is bound to generate pressure on the financial health of the
University. There is therefore an immediate need to evolve newer
strategies for mobilising resources so that the University can continue
to work for its mandated objectives without hindrance. Maximising
non-monetary inputs, bringing cost-effectiveness in operations, and
economy in spending shall be the guiding principles
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- For
Management Programmes admission announcements are issued twice a year
March/April and September/October. Entrance Tests are held twice a year
on the first Sunday of February and on the first Sunday of August.
- For BA
(Bachelor of Arts), B.Com(Bachelor of Commerce), B.Sc(Bachelor of
Science), BCA (Bachelor of Computer Applications), BTS(Bachelor of
Tourism Studies), MA(English), MA(Hindi) admission announcements are
issued in May/June session for July session
- Admission
to Bachelor of Education(B.Ed) Bachelor of Information Technology(BIT)
Advanced Diploma in Information Technology(ADIT) programmes are
available through a national entrance test, which is conducted on the
first Sunday of August. Advertisement inviting applications for the
entrance test is usually issued in April/May
- For
Commonwealth Executive Master of Business Adminstration(CEMBA) and
Commonwealth Executive Master of Public Administration(CEMPA) the
advertisements are issued in April and October every year for the
entrance tests to be held in May and November for July and January
Session respectively.
- For
Bachelor's Preparatory Programme and all Certificate Programmes (Except
Certificate in Rural Surgery(CRS) and Certificate in Teaching of
Primary School Mathematics(CTPM) there is walk-in-admissions throughout
the year. Application forms submitted between 01 June and 30 November
will be considered for January session while applications received
between 01 December and 31 May will be considered for July session.
- For
Doctoral programmes, application forms submitted between 01 April and
30 September are considered for January session while applications
received between 01 October and 31 March are considered for July session
- For all
other programmes admission announcements are issued in May/June and the
last date for submission of filled-in application forms is 15
September. The academic session starts from 01 January.
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IGNOU,
with its diverse programmes, low cost and a wide network, has succeeded
in attracting a significant group of learners from amongst the
disadvantaged. However, a significant cross-section of people still
remains outside its reach. The University is mandated to reach them.
Specific efforts shall be made for providing access to education and
equity in opportunities to women, SC/STs, people living in rural areas,
geographically remote terrains and tribal regions, differently-abled,
and socially and economically weaker sections of society. Gifted
students need special attention and shall form a focussed target group.
Building greater flexibility in the system shall help it widen its
access.
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Providing
effective
student support services is crucial for learner satisfaction and their
success. The University, convinced of this, has succeeded in creating a
wide network of Regional Centres (RCs) and Study Centres (SCs) across
the length and breadth of the country. There is, however, a need to
gear up student support services further and render it more effective.
It has become particularly important now because of the growing local,
regional and international competition faced by the University in the
context of WTO and GATS.
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Extension
has always been recognised as the third important dimension of higher
education. It involves taking knowledge and its applications to the
community. The thrust of the University would be to generate a literacy
movement (including information technology literacy) by involving all
sections of society and training the workforce to meet the challenges
of the emerging professional and social needs. Extension programmes
which promote local integrated development and create self-employment
for poorer people and those living in rural and backward areas will be
focussed on.
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It
is now recognised
that ICT can provide convenient and effective tools to meet the
emerging needs of diversified groups. IGNOU is running a 24-hour
educational TV channel Gyan Darshan and a radio-cooperative Gyan Vani.
There is provision of two-way tele-conferencing, interactive radio
counselling, and local FM radio. The Ministry of Human Resource
Development (MHRD), Government of India (GOI) has identified IGNOU as
the nodal agency for collaborating with and developing capacities in
SOUs, CCIs as well as other conventional universities/educational
institutions for application of multiple electronic media. The
University shall strive to develop a national network using emerging
technologies, to meet the challenges of access and equity. The thrust
shall be towards strengthening on-line delivery of education,
establishment of community-based multi-purpose tele-learning centres
for ICT-enabled education, training and development.
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As
of now, the overseas presence of the University is mainly confined to
some regions of Asia and a few countries of Africa. For historical,
cultural and economic reasons, it is possible to extend the reach of
our programmes much beyond. Moreover, to reach the Indian diaspora, who
would be interested in continuing cultural contact with India, IGNOU
intends to target the requirements of this group. The South Asian
Association for Regional Cooperation (SAARC) region and large parts of
Asia, Africa, Latin America, and the South Pacific Region could be
potential catchment areas. This shall necessitate internationalisation
of the curriculum and greater use of ICT.
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At
present, the time
from conceptualisation of a major programme and offering it, on an
average, is 4-5 years. With the lowering of knowledge doubling time,
the rate of obsolescence of knowledge is very high and it is possible
that for a degree programme, our learners may get dated knowledge while
still pursuing the course. To build dynamism in the system and respond
to the changing environment, programme development time must be
substantially curtailed. The University would like to reduce response
time in activities such as student registration, material despatch,
continuous as well as term-end evaluation, etc.
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